universal design for - oakland university...ergonomic design journal week 1 - assignment week 2 -...

Universal Design for Learning: In practice

Examples from faculty and instructors in the 2016-2017 FDI, Designing Learning for All

March 9, 2017

Welcome & Introductions

Who are you?

Where do you work on campus?

What brings you here today?

...lunch is an acceptable answer!

Universal Design for Learning

Workshop series

March 2, 12-1:30pUniversal Design for Learning: An Introduction

March 9, 12-1:30pUniversal Design for Learning: In Practice

March 16, 12-1:30pUniversal Design for Learning: Challenges & Considerations

In this session, we will:

● Discuss how instructors and faculty at OU have integrated the three UDL principles into their respective classrooms

● Explore specific ways to integrate these practices into both face-to-face and online classrooms

● Address potential implications of UDL in your instructional practices

UDL and neurocognitive networks

CAST (2015). About Universal Design for Learning Guidelines. Retrieved from http://www.cast.org/our-work/about-udl.html#.V88Bc-krKUk

The relationships between these principles

Engagement

Representation Action/Expression

Universal Design for Learning

Katie Greer, University Libraries:Engagement in the online environment

Megan Conrad (in absentia), Industrial & Systems Engineering:Ergonomic Design “Gems and Bloopers”

Katie Jostock, Communications & Journalism / Writing & Rhetoric:Minimizing Distractions and Threats with Mindfulness

Examples of multiple means of engagement

in the classroom

Engagement in the online classroom

Examples from LIB250

Katie Greer, OU Libraries

LIB 250: Intro to library research and technology in the Information Age

Catalog DescriptionWith the ever-increasing availability of online and digital resources, it is vital that students be able to find and use information effectively. In this course students will learn about the organization of information, search skills, the research process, discipline-specific sources, evaluation of information, information ethics and other sources of debate. Prerequisite: WRT 160.

Course Objectives● To understand how information sources originate and operate in their broader socio- economic and political contexts (such as the World Wide Web,

library databases and scholarly publications).

● To gain interdisciplinary proficiency in seeking information via the World Wide Web and via electronic subscription databases and library search

tools.

● To understand how libraries use technology for information organization, storage, and retrieval

● To critically evaluate information.

● To incorporate selected information into the research process.

● To become knowledgeable about information-related issues affecting libraries and higher education as well as society as a whole, especially ethical

issues.

Engagement in the online environment

Winter 2015: Revamped course, new ***Final Project***

Online resource guide

● Real-world skills and application● Autonomy: topics were open-ended and could be academic or personal● Continuous planned progress on the assignment● Collaboration and community: Ongoing peer-review of topics & projects ● Self-assessment & reflection: Peer-review, reflection journals, progress

checkpoints

Final Project Guidelines and Examples

Sample sites

Student Work: Example 1, Example 2

Ergonomic design “gems and bloopers”

Megan Conrad, in absentia

Industrial & Systems Engineering

Scaffolding Multiple Means of Engagement

Ergonomic Design Journal

● Week 1 - Assignment

● Week 2 - Instructor examples

● Week 3 - Student examples

● Week 6 & 9 - Student examples

● Week 13 - Journal due

Presentation Skills

Demonstrate expectations

Discuss in groups, present as groups to class

Individual presentations (informal - seated)

Final presentations (formal - head of class)

Benefits to this Approach:

● Keeps students on track (7 total journal entries, 3-4 are presented in class well in advance of due date)

● Fosters conversation re: gems/bloopers (good/poor design)● Sharing observations benefits entire – Examples shared from differing

experiences, workplaces, etc.● Practice presentation skills by gradually developing comfort with the

class/speaking environment● Breaks up lecture periods – students enjoy the discussion● Students actively identify contemporary ergonomic issues in daily life● Improves final project – student see/think about examples throughout the

entire semester

Benefits to this Approach:

● Keeps students on track (7 total journal entries, 3-4 are presented in class well in advance of due date)

● Fosters conversation re: gems/bloopers (good/poor design)● Sharing observations benefits entire – Examples shared from differing

experiences, workplaces, etc.● Practice presentation skills by gradually developing comfort with the

class/speaking environment● Breaks up lecture periods – students enjoy the discussion● Students actively identify contemporary ergonomic issues in daily life● Improves final project – student see/think about examples throughout the

entire semester

Gem / Blooper - Apple Watch InterfaceI came across the Apple watch when a co-worker of mine was talking about how he planned to get one to add to his tech-savvy collection. The watch is basically all the features of a phone compacted into a small wearable sized screen. You can listen to music, see photos, send emails, chat and also check the time, which is the obvious function of the watch. But what struck me first when I saw this picture of the Apple watch screen was “How were my big fingers going to touch the right icon?” I face a similar problem while swiping over the letters of the digital keyboard on my phone. Moreover I was not fascinated by the unorganized crowding of icons in such a small amount of space. Not to mention, it would require so much more effort in terms of scrolling and making adjustments to do quick tasks like read a message or send an email. Some of the icons that are commonly used can be easily confused such as the speaker icon with a line across it. I read about users who, out of habit, would touch this icon to put a friend on the speakerphone, but would instead mute their own voice. For these reasons I consider this gadget a UD blooper.

Gem - ATM MonitorChase bank ATM. Personally I have not driven a mid or a high vehicle but I assume it would be difficult for a person driving a truck or a bigger vehicle to use a drive thru ATM that was set at a height suitable for normal sized vehicles only. They would experience strain in their backs and shoulders when trying to reach for the touch screen monitor. They would also find difficulty in comprehending the functions of the ATM since the options would not be clear and visible in their line of sight. I also found the instructions to be very intuitive. The instructions are pretty simple and the buttons are perfectly designed in terms of font and colour. Using black uppercase letters to represent the different heights over yellow coloured backgrounds, makes it visible during the day as well as night.

It also helps people with vision problems to read the signs with less effort. I also feel the use of buttons on an ATM makes it highly ergonomic for people with hand disabilities. This is also true in the case of the options shown on the ATM monitor. They are large, well spaced and of a legible font size that prevents the common touch screen bloopers.

Blooper - Urinal Configuration

This is a design blooper. There is no way 2 people could use these urinals at the same time, without terrible results.

In order to fix this situation, one of the urinals must be removed.

Minimizing Distractions & Threats through Mindfulness

● Composition I & II, Public Speaking - Anxiety-inducing courses

● “What can be done to help students retain focus, approach assignments

with confidence and calm, and develop self-acceptance when making

mistakes?”

● �Mindfulness focuses on the present as a way to de-clutter our minds from worrying about the past or future

● �“Awareness that arises through paying attention, on purpose, in the present moment, non-judgementally” (Kabat-Zinn, 2005).

● �It’s hard for Westerners to be mindful

Becoming Present

Origins of Mindfulness

● Eastern Buddhist origins; expect some Western resistance

Religious Conflict?

Religious Conflict (cont.)?

Kabat-Zinn, 2005

Mindfulness in Education

Mindfulness and meditation’s positive effects on focus development and stress reduction have lead a number of college instructors from business, accounting, sociology, and nursing to incorporate its practice into their pedagogy (Borker, 2013; Helber, Zook, & Immergut, 2012; dos Santos et al., 2016).

�Specific outcomes may include :

● �Staying focused in learning situations● �Moving from fear to curiosity in academic learning● �Finding an inner source of calm● �Feeling more self-acceptance when facing difficult situations (Hjeltnes et

al., 2015)

How Do I Start the Conversation?

● �Engage in discussions (“What do you do when you are faced with an unfamiliar task?”)

● �Include active learning activities--like “Think/Write-Pair-Share”--and ask students to reflect on their thoughts and feelings (“Take three minutes to write about how you feel when asked to put a paper in MLA.”)

● �Be vulnerable and open with them and/or validate their thoughts and feelings (“It is completely understandable that you would be feeling anxious.”)

How Do We Practice Mindfulness?

Mindful Breathing

https://www.youtube.com/watch?v=nTGqo_ScI6Y

How Do We Practice Mindfulness?

Mindful Eating

How Do We Practice Mindfulness?

Mindful Touch

Stop & thinkHow do these examples connect to what you’re already doing in your

classroom(s)?

Do these examples prompt any ideas, thoughts, or questions?

Talk & shareIf you feel comfortable, share your thoughts or questions with someone near

you.

Alternately, jot some notes or ideas down on a piece of paper.

Jess Tess-Navarro, Writing & Rhetoric: Multiple formats of writing

Amanda Nichols Hess, University Libraries:Illustrating concepts through multiple media (online)

Examples of multiple means

of representation

in the classroom

Representation - Example

Objective: The student will be able to define and identify different types of writing in a workplace setting, related to their field of study

´10 Min Video: Why is Writing Important? (video/audio with subtitles)

Representation - Example

´Freewrite: What do you know about writing in your field?

´I report my freewrite to the class about writing in education (instructor testimony)

´Pair-share: Discuss your freewrite with a few people around you (peer testimony)

Representation - Example

´Review Assignment Sheet - text; provides suggestions about writing artifacts

´Activity: In groups, annotate a report from the Oakland Post - text example or artifact

´Representation Summary:

Visual/audio examples, in-person examples, text examples

Illustrating concepts through multiple media (online)

Amanda Nichols Hess, University Libraries

Multiple Media in an Online Classroom

● Use a variety of formats to

represent the same kind of information or a single concept

Multiple Media in an Online Classroom

● Use a variety of formats to

represent the same kind of information or a single concept

Stop & thinkHow do these examples connect to what you’re already doing in your

classroom(s)?

Do these examples prompt any ideas, thoughts, or questions?

Talk & shareIf you feel comfortable, share your thoughts or questions with someone near

you.

Alternately, jot some notes or ideas down on a piece of paper.

Katie Jostock, Communications & Journalism / Writing & Rhetoric:Broadcast Journalism final assignment

Amanda Nichols Hess, University Libraries:Chunking writing tasks online

Examples of multiple means

of action / expression in the classroom

What is Broadcast Announcing?

Two Options for Testing

Proposals

Results

Results

Data

Test #1: Option A

Student A 93%

Student B 71%

Student C 54%

Student D 94%

Student E 95%

Test #2: Option A

Student A 80%

Student B 78%

Student C 92%

Student D 96%

Student E 90%

Test #1: Option B

Student F 80%

Test #2: Option B

Student F 96%

Reflection from My “Option B” Student

“Having the option to do an assignment instead of a written exam is what I had hoped for when I signed up for the class. I gained a lot from the 2 projects; I did a

hands-on assignment while everyone else took an exam... I was glad for the opportunity to actually utilize equipment in real life and not just receive a textbook education. It made my semester so much more meaningful and it helped me catch a

lisp mistake I wasn't noticing prior! Anyone who plans on a career within broadcasting should opt out of the exams as they need more real life experiences in

the field. Plus, they were super fun and creative!”

What This Reflection Tells Us about UDL

1. Students “hope for” multiple means of action and expression as a way to express their individual talents and creativity.

2. Multiple means of action and expression yield greater meaning and engagement for students regarding courses.

3. Multiple means of action and expression allow students to reflect on their strengths and weaknesses and adjust accordingly.

4. Multiple means of action and expression can provide students with real-world

experiences.

Chunking writing tasks online

Amanda Nichols Hess, University Libraries

Addressing Writing-Intensive Requirements

LIB250: writing-intensive course

Writing Intensive in General Education

requirements:

Prerequisite of WRT160, cross-cutting

capacity of effective communication

33%+ of a student’s grade based in writing

More than one writing format

Emphasis on critical inquiry

Evaluation of form & content

Opportunities for revision / feedback

500+ word assignment

2500+ words / 10+ pages of writing

Chunking Writing-Intensive Tasks Online

● 33%+ of a student’s grade based in writing

● More than one writing format

● Emphasis on critical inquiry

● Evaluation of form & content

● Opportunities for revision / feedback

● 500+ word assignment

● 2500+ words / 10+ pages of writing

Stop & thinkHow do these examples connect to what you’re already doing in your

classroom(s)?

Do these examples prompt any ideas, thoughts, or questions?

Talk & shareIf you feel comfortable, share your thoughts or questions with someone near

you.

Alternately, jot some notes or ideas down on a piece of paper.

Key takeaways from this session:

UDL principles can -- and should -- look different in different disciplines and learning environments.

Not every UDL principle can be applied in every course or learning situation.

Technology can help to facilitate integrating UDL in a more seamless way.

Others?

Thoughts and ideas to take back to your own practice… and

maybe to share with others in your unit

Next session:Universal Design for Learning: Challenges & Considerations

March 16, 12-1:30p

Engage in a discussion about the instructional, technical, and administrative challenges faced in integrating UDL at OU. Hear about, and help identify,

options for mitigating these issues.